Met Office Hadley Centre
Video length: 2:10 minutes.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 3 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 2 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 4f
7.3 Environmental quality.
2.6 Greenhouse gases affect energy flow.
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Teaching Tips | Science | Pedagogy |
- There is no narration to this animation, so the educator will need to provide the context and explain what is being shown.
About the Science
- The model shows that by the end of the century, the global average temperature rise would be just above 4 degrees C with increasing emissions, and just over 2 degrees C with decreasing emissions (compared to pre-industrial levels).
- The animation is produced by the United Kingdom's national weather service.
- Comments from expert scientist: These changing patterns show how temperature change would occur according to two scenarios of global warming until the year 2099. The results are very significant, both lower and higher gas amounts. The scenarios are from early model runs. There is no view of the high southern latitudes including the Antarctic continent.
About the Pedagogy
- Requires some prior explanation of the IPCC emissions scenarios.
- A small amount of information on the two scenarios used is given in the text below the video.
Next Generation Science Standards See how this Simulation/Interactive supports:
Cross Cutting Concepts: 3
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C1.3: Patterns can be used to identify cause and effect relationships.
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
Science and Engineering Practices: 3
MS-P2.5:Develop and/or use a model to predict and/or describe phenomena.
MS-P2.6: Develop a model to describe unobservable mechanisms.
MS-P2.7:Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.
Performance Expectations: 1
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Disciplinary Core Ideas: 1
HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Cross Cutting Concepts: 2
HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena
HS-C1.2:Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.
Science and Engineering Practices: 2
HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system
HS-P2.6:Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.